Consider a student who has learned the basic mechanical skills of numerically approximating a derivative from data, or of differentiating some complex expression. The athletes really got a kick out of table 1 from this paper , showing how world class runners accelerate second by second; a lot of students enjoyed figuring out how long a runway a Ford Mustang needs to accelerate to mph using the data here. But I hope that many politicians would see the point. In each case, for many of my classmates, that was the beginning of the end. As for the comments on departments not being idealized firms, I will just point out that most public institutions other than flagship universities, as well as lower tier liberal arts colleges, are under such budget pressures that they have no choice but to have most of their teaching done by graduate students and adjuncts.
I was very curious to see how this was made to work. In my case, I was competing with grad students who had taken calculus far more recently than I had; had taught it several times before; and who were often extraordinary competitors with a string of Olympiad medals and Putnam victories. Because, if I were a student in this class, I would have highly resented being forced to work with students not at my level. If some of my readers were among those who did, can you tell me how you stayed motivated? Especially in the first half of the term, I tried to spend almost the entire class period working with small groups.
Grad students graduate; postdocs leave.
I did the day-to-day teaching 3 times a week, 80 minutes per meeting. And, while skilled instructors with an excellent command of the mathematical field may hmoework more common than skilled researchers, they are going to be rare as well.
Most grad students are new to teaching and not initially as good as they become later.
He should do poorly on the exam — a C minus or a D. My students seemed to really get excited when I brought in data about a subject which interested them. Another geometric optimization problem asked students to construct a solid shaped like a cone on top of a cylinder to optimize some quantity, and the optimum was the degenerate case where the cone had height zero!
This student has not learned nearly as much as we want him to. I want to 11 the opportunity to brag about the most fun example of this: A median grade at Michigan should be a point of pride.
I just finished teaching homewwork sections of first semester calculus at the University of Michigan.
I homeqork Michigan for recognizing that it is worth paying full time staff to do this job, and finding ones who did it so well. The webhomework system assumes that 1 any graph which looks piecewise linear actually is piecewise linear and 2 the students will use that fact to make teqm computations with that graph precise. I feel that, psychologically, there is a big difference between having one or two questions that my hypothetical student can solidly get right, and having him pick up a smattering of partial credit on each of nine or ten questions that are too hard for him.
Do you have any thoughts on what benefits your students might have had from having you teach the class rather than a proficient graduate student? I would be happier if the exams had one or two more basic questions, with the rest staying as they are.
I had two students who, when I asked them for teammate preferences, specifically asked not tean be put with students in the top half of the class. Every department has three distinct curricula: Right now, instructors are much cheaper than professors.
The course coordinators were really hardworking and insightful people. What was difficult about this was that it made grading very difficult to predict.
I had a CS student who, for a final project, was making a winamp-like program and was trying to figure out how you take an audio signal and extract a sequence of musical pitches, so I got to tell him about Fourier windowing, and he really did get it to work! If they multipliedthe terms will not appear in lexicographic order. If a university or its funding source does not value research, it is not clear to me that it should hire researchers as opposed to lecturers. It was really hard to remember how bad my students are at systematic computation.
I am curious — the median score on the Putnam exam is a zero. Our non-teaching activities are increasingly public: I enjoyed the real world examples. I think I really did stand out from other instructors in these regards. The coordinators also held weekly meetings to brief us on where the course was going. After all, you cost the twam significantly more than a graduate student!
But he also has mastered a nontrivial skill. In my case, I was competing with grad students who had taken calculus far more ohmework than I had; had taught it several times before; and who were often extraordinary competitors with a string of Olympiad medals and Putnam victories. From a more practical perspective, almost none of my students naturally grasped this idea.
Inexperienced teachers often do best with advanced material, or at least advanced students— contexts where something has filtered out geam biggest teaching challenges and the students resemble less-trained versions of the instructor.
There are very few people tea will enjoy an activity at which they regularly have no small successes. In these situations, departments may only have enough professor lines to staff the upper level i.